All the psychological tests are 100% valid in all schools and other institutes. The tests that we used are standardized tests accepted across most of the countries.
1. SQ & IQ tests
Describe what is IQ? How valid are they/ How were they started/ What is the value in school children?
An intelligence quotient (IQ) is a total score derived from several standardized tests designed to assess human intelligence. IQ scores are used for educational placement, assessment of intellectual disability, and evaluating job applicants. Even when students improve their scores on standardized tests, they do not always improve their cognitive abilities, such as memory, attention and speed.
1. VSMS- (Vineland Social Maturity Scale)
This test is used to acquire the social quotient. In this, parents are asked questions related to the developmental of the child. This test is used as a substitute to an IQ test in cases where the child is unresponsive to the IQ tests. Also, if the child is below 3 years, and/or has any speech, hearing or intellectual difficulties.
In 1925 Doll went to Vineland where he stayed for the next 25 years. Doll developed the Vineland Social Maturity Scale (VSMS). The VSMS was used extensively around the world from its publication in the 1935 through the early 1980s.
2. KBI- (Kamath- Binet Test of Intelligence)
The Stanford–Binet Intelligence Scales (or more commonly the Stanford-Binet) is an individually administered intelligence test that was revised from the original Binet-Simon Scale by Lewis M. Terman, a psychologist at Stanford University. The Stanford–Binet Intelligence Scale is now in its fifth edition (SB5) and was released in 2003. It is a cognitive ability and intelligence test that is used to diagnose developmental or intellectual deficiencies in young children. The test measures five weighted factors and consists of both verbal and nonverbal subtests. The five factors being tested are knowledge, quantitative reasoning, visual-spatial processing, working memory and fluid reasoning.
It is the test of intelligence administered on the range of 3 to 22 years of age. This test can be administered on children coming from the vernacular background.
3. MISIC- (Malin’s Intelligence Scale for Indian Children)
This IQ test was developed by Dr. Arthur Malin. It is an Indian adaptation of the WISC and like the WISC subtests. It is the test of Intelligence ranges from age 5 to 15 years. It is widely used for Indian children. This test has 11 subtests dived into verbal and performance tests. This test will give you a Performance IQ, Verbal IQ and Full-Scale IQ.
A. ADHD Tests
1. ADHDt (Attention Deficit Hyperactivity Disorder Test) –
This test measures 3 areas: Hyperactivity, Impulsivity and Inattention. This test ranges from the age 3 to 22 years. This test gives a ADHD Quotient.
The test was published by James E. Gilliam. The first edition of the test was published in 1995. It can be reported by parents or teachers who are in close contact of the child.
2. Vanderbilt Test –
The Vanderbilt ADHD Diagnostic Rating Scale (VADRS) is a psychological assessment tool for attention deficit hyperactivity disorder (ADHD) symptoms and their effects on behavior and academic performance in children ages 6-13. This measure was developed by Mark Wolraich at the Oklahoma Health Sciences Centre and includes items related to Oppositional Defiant Disorder, Conduct Disorder, Anxiety, and Depression, disorders often comorbid with ADHD.
B. Learning Disorder tests
1. WRAT-III (Wide Range Achievement Test-III)
The Wide Range Achievement Test 3 (wrat3) is the most recent edition in a series of instruments which measure codes necessary to learn the basic skills of reading, spelling, and arithmetic. These codes—reading decoding, written encoding, and math computation—are fundamental building blocks of academic achievement, and the assessment of these skills is a vital component of psychological evaluations conducted in clinical and school settings. This test ranges from 5 to 75 years of age.
2. DTLD – (Diagnostic Test of Learning Disability)
The authors of DTLD are Smriti Swaroop and Dharmishta Mehta. The test diagnoses learning disability in ten areas-from Auditory/Visual Perception to Cognitive areas. It consists of 10 sub-tests. It is to be individually administered on the age group 8-11 years old. A deficit in any of the area or areas or a combination of any, would lead to a learning problem. The test was standardized on a sample of 1050 children with the age range of 8-11 years. Eye-hand Co-ordination, Figure Ground Perception, Figure Constancy, Position-in-Space, Spatial Relations, Auditory Perception, Memory, Cognitive Abilities, Receptive Language, Expressive Language. It is the test to diagnose learning difficulty and other areas like language, spatial relations, eye hand co-ordination etc. This test ranges from age 6 to 14 years.
C. Projective Tests (Emotional Battery)
1. Children’s Apperception Test (CAT)
The Children’s Apperception Test (CAT) has been devised by Bellaks for use with young children of the age group of 3 to 10 years. According to Bellaks the C.A.T was designed to facilitate the understanding of the various important problems of childhood, such as the feeding problems specially and oral problems generally, sibling rivalry, toilet training and oedipal problems. By the application of this test it was also intended to discover the child’s structure of personality, his dynamic mode of reacting to his problems and the manner he would handle his problems of development.
2. Thematic Apperception Test (TAT)
The Thematic Apperception Test (TAT) is a projective technique consisting of a series of pictures, in which the examinee is requested to create a story about what he or she believes is occurring in the events depicted by the pictures. The test was originally published in 1938 by Murray and his colleagues at the Harvard Psychological Clinic. Murray (1943) describes the TAT as: method of revealing to the trained interpreter some of the dominant drives, emotions, sentiments, complexes, and conflicts of personality. Special value resides in its power to expose underlying inhibited tendencies which the subject is not willing to admit, or cannot admit because he is unconscious of them.
3. Draw-A-Person Test (DAP)
The Draw-A-Person Test was Developed by Florence Goodenough in 1926 as an intelligence test. The drawing was based mostly on the quality of the drawing and amount of details in it. Clinicians (such as Hammer, Karen Machover and even Goodenough herself) soon became aware that although the Draw A Person Test was supposed to be a test of intelligence, the drawing also tapped a variety of personality variables. The graphical representation and drawing are both early developmental skills. Indeed, Hammer (1958) emphasizes that children draw before they can write. Drawing are therefore capable of tapping early, primitive Layer of personality, set down before a great deal of intellectual control has taken over. The artist expresses symbolically many hidden aspects of personality that people have typically come to control and modulate.
4. House Tree Person Test (HTP)
The House-Tree-Person (HTP) is a projective technique developed by John Buck was originally an outgrowth of the Goodenough scale utilized to assess intellectual functioning. through drawings, subjects objectified unconscious difficulties by sketching the inner image of primary process. The HTP, the test taker is asked to draw houses, tree, and person, and theses drawing provide a measure of self-perceptions and attitudes. As with other projective tests, it has flexible and subjective administration and interpretation.
5. Sentence Completion Test (SCT)
Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as “stems”, and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.[1] Notwithstanding, there is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests.
6. Million Clinical Multiaxial Inventory (MCMI)
The MCMI is a psychological assessment tool intended to provide information on personality traits and psychopathology, including specific psychiatric disorders. It is intended for adults (18 and over) with at least a 5th grade reading level who are currently seeking mental health services. The MCMI was developed and standardized specifically on clinical populations (i.e. patients in clinical settings or people with existing mental health problems), and the authors are very specific that it should not be used with the general population or adolescents. However, there is evidence base that shows that it may still retain validity on non-clinical populations, and so psychologists will sometimes administer the test to members of the general population, with caution. The concepts involved in the questions and their presentation make it unsuitable for those with below average intelligence or reading ability.
7. Rorschach Test
The Rorschach test is a psychological test in which subjects’ perceptions of inkblots are recorded and then analyzed using psychological interpretation, complex algorithms, or both. Some psychologists use this test to examine a person’s personality characteristics and emotional functioning. It has been employed to detect underlying thought disorder, especially in cases where patients are reluctant to describe their thinking processes openly. The test is named after its creator, Swiss psychologist Hermann Rorschach. In the 1960s, the Rorschach was the most widely used projective test.
D. Aptitude & Career Tests
Psychological tests measure specific abilities, such as clerical, perceptual, numerical, or spatial aptitude. Sometimes these tests must be specially designed for a particular job, but there are also tests available that measure general clerical and mechanical aptitudes, or even general learning ability. An example of an occupational aptitude test is the Minnesota Clerical Test, which measures the perceptual speed and accuracy required to perform various clerical duties. Other widely used aptitude tests include Career scope, the Differential Aptitude Tests (DAT), which assess verbal reasoning, numerical ability, abstract Reasoning, clerical speed and accuracy, mechanical reasoning, space relations, spelling and language usage. These aptitudes are believed to be related to specific occupations and are used for career guidance as well as selection and recruitment.